Abstract: This session focuses on findings from a descriptive and exploratory research study that examined the phenomenon of faculty mentoring for teaching at a large Canadian university. This research included examinations of cultures of teaching and learning, one of the conference threads and focused on continuing appointment faculty (full-time in one of the Tenure or Teaching streams). (Read Full Abstract here)

Early explorations: using online proctoring services to prevent cheating during online testing

Abstract: This session will outline University of Toronto Lawrence S. Bloomberg Faculty of Nursing’s early explorations in utilizing online proctoring as a method to protect the academic integrity of online exams in our graduate programs. Simply put, online proctoring is a technological enhancement that tackles a wide-reaching issue for many institutions – how can cheating be prevented when students take online exams in uncontrolled remote locations? (Read Full Abstract here)

Abstract: Online courses are becoming increasingly popular and at the same time first-year seminars have been one way in which universities address the challenges of large impersonal classes, lack of student engagement, and increased skills development (Summerlee & Murray, 2008). This pedagogy has been shown to be a highly effective way to improve student outcomes when delivered in-person (Summerlee & Murray, 2010). (Read Full Abstract here)

Experiential learning: A case study of co-operative experience of undergraduate pharmacy students

Presenter(s):Certina Ho Lecturer, Pharmacy

Abstract: This research study explores the co-operative experience of undergraduate pharmacy students with a focus on its influence on the students’ professional and personal development. Kolb’s (1984) four-stage experiential learning cycle – (1) experience, (2) reflection on experience, (3) theory and abstract concepts, and (4) practice and testing of concepts – is the theoretical framework for my study. (Read Full Abstract here)

Active Learning Techniques in Environmental Remote Sensing Education

Presenter(s):Amy Mui Lecturer, Geography and Programs in Environment

Abstract: Empowerment is a natural consequence of taking control of your own circumstance. In this poster I share some techniques for empowering students to take charge of their own learning through the use of innovative teaching tools in an active learning classroom, and the use of a web-enabled platform for providing continuous remote access to lab software and spatial data. (Read Full Abstract here)

Abstract: Even after the recent financial crisis, current insurance finance education follows a strictly neoclassical model. Moreover, based on results from a survey I conducted in a large-classroom entry-level course, students enrolled in these programs are self-selected to be driven predominantly by financial considerations when choosing the program. (Read Full Abstract here)

Choice architecture: The challenge of engaging second entry nursing students in establishing professional identity

Abstract: Faculty in a two year second entry nursing program face many challenges when engaging students in learning that is intended to help them develop professional competencies and an identity as a nurse. To address ways of supporting students’ engagement, Choice Architecture (Thaler, Sunstein & Balz, 2010) inspires some thought. (Read Full Abstract here)

A Comparative Analysis of Canadian and American Assessment Practices in Student Services

Presenter(s):Marc Gurrisi PhD Candidate, OISE

Abstract: In the last few years Canada’s postsecondary institutions have put a greater emphasis on developing learning outcomes, as well as finding reliable methods to assess them. While a great deal of emphasis is placed on developing academic learning outcomes in Canadian universities, a significant amount of learning takes place outside of the lecture halls, tutorials and seminar rooms. This research presentation will explore six public universities from Canada and the United States – each from different geographical contexts and current stages of learning outcomes assessment – and describe the extent to which they articulate, measure, and continuously improve learning outcomes assessment practices in student affairs. (Read Full Abstract here)

Flexible, student-driven curriculum design and progressive hybrid assessment to enhance competency development during early clinical exposure

Presenter(s):Cathryne Palmer Director, Medical Radiation Sciences

Abstract: The medical radiation program co-delivered by Michener Institute and the University of Toronto was redesigned to include best practices in integrated program design, competency/student -driven curriculum design and assessment, early exposure to clinical practice, integration of case-based and simulation-based learning, and hybrid delivery (e.g. Cook et al., 2013; Thistlethwaite et al., 2012; Yardley et al., 2010). The redesign process produced a new educational framework and formalized embedded CQI process that ensures ongoing dynamic data collection for rapid-response pedagogy, course correction and peer learning. (Read Full Abstract here)

Helping Students Succeed in Calculus (Pre-Calculus) through Online Modules

Abstract: We have developed 12 online modules to be used as self-directed learning support for mathematics skill development. These modules feature exciting animated video shorts which are useful for visualization of difficult topics and help students to change their negative attitudes toward learning mathematics. (Read Full Abstract here)

Feelings of (dis)connection: positionality, emotions and the classroom

Abstract: Emotion is central to our experiences as teachers and learners. The oft sought after pedagogical goal of ‘engagement’ is a goal based on emotional investment in the learning process. In this session, we use emotions as a lens into the social relationships that facilitate students’ sense of belonging and subsequent engagement in the classroom. (Read Full Abstract here)

Abstract: This interactive session will explore links between recent changes in pedagogy and in rhetorical theory, suggesting that concerns about the role of faculty in active learning may benefit from a rhetorical analysis of power structures in new and old pedagogies. A method native to the humanities, rhetorical analysis, suggests a way to reframe the questions sometimes raised by humanists to the efficacy and ethics of active learning. (Read Full Abstract here)

Abstract: Graduate student teaching training has become a key ingredient in obtaining faculty positions and in pursuing careers outside of academia (Osborne et al., 2014). There is debate around whether the most successful teaching training programs for graduate students are department-driven and centred on specific disciplinary content (Ronkowski, 1998; Guthrie, 2000; Temple et al., 2003) or rather general training carried out with the support of centralized programs that provide expertise, resources, and experience (Mintz, 1998; Prieto and Meyers, 2001; Nelson and Morreale, 2002; Janke and Colbeck, 2008). Can a TA training program provide teaching preparation that is meaningful, responsive and rigorous at both a departmental/disciplinary level and through centralized training? (Read Full Abstract here)

Abstract: Curriculum mapping (CM) is a process that can be used to document, align, and assess curricular data. The goals of a cross-disciplinary CM initiative at the University of Toronto Mississauga include development of: (1) guidelines for the CM process; (2) cross-disciplinary CM templates; (3) curricular visualization strategies; (4) plans for dissemination and sustainability; and (5) plans for informing students about curricular maps, specifically informing on how maps can be utilized in their academic experiences. (Read Full Abstract here)

Abstract: Over the last 15 years, we have witnessed tremendous growth of institutional awareness and commitment to the professional development and training of graduate students as teachers (Pratasavitskaya & Stensaker, 2010; Cassidy, 2014; Osborne et al., 2014; Popovic et al., 2015). Teaching development programs for graduate students prepare them for faculty roles, while also building pathways to any future workplace. The literature shows such programs to be particularly effective if they draw on the strengths and insights of graduate students themselves through peer-to-peer training models (Adams, 2002; Pricto, 2002; Austin and McDaniels, 2006; Temple et al., 2003). (Read Full Abstract here)

Fostering Effective Learning: The Use of Reflective Learning Journals in a Statistics Class

Abstract: Reflective learning entails a thoughtful and meaningful learning process, through which one not only learns a particular piece of knowledge or skill, but better understands how they learned it – knowledge that can then be transferred well beyond the scope of the specific learning experience (see Brockbank & McGill, 1998). Reflective learning empowers learners by making them more active participants in the learning process, encouraging them to think about their learning in a deeper and more critical way. (Read Full Abstract here)

The best of both worlds – entrepreneurship as an experiential learning setting

Abstract: Students who are graduating from higher education institutions are expected to be job-ready from day one, exhibit critical thinking, and be able apply their knowledge in real-world situations. It has been recognized that one of the greatest struggles students face when transitioning from school to work is the inability to effectively communicate their skills. (Read Full Abstract here)

Engaging with Pregnant Students, Staff & Faculty: Contributing Faculty Expertise Via The Family Care Office
Presenter(s):Geraldine Macdonald Associate Professor (Teaching Stream), Lawrence S. Bloomberg Faculty of Nursing
Abstract: This presentation addresses an innovative campus prenatal education program designed to meet the learning needs of expectant students, staff, and faculty. Pregnant and parenting students are a growing group on university/college campuses (Brown & Nichols, 2013). Attending to their needs offers added benefits to the students and to academic institutions (Brown & Nichols, 2013). (Read Full Abstract here)

Abstract: “Docendo discimus …By teaching we learn”
In a letter to Lucillius, Seneca the Younger gave voice to a truth which many contemporary professors have affirmed, students learn most deeply when they teach to others the material they are learning (Kirkegard, Gulz & Silvervarg, 2014). When students teach course material, multiple benefits arise: students develop a strong sense of commitment to the subject matter (Miller, Groccias & Miller, 2001); students “actively construct a shared sense of meaning about course concepts with their instructor and teaching partners” (Wagner & Gansermer-Toft, 2005); and students have deeper and more enduring comprehension of the material (Fiorella & Mayer, 2014). (Read Full Abstract here)

Curriculum Design: Findings and Best Practices from an Educational Intervention to Enhance Listening Skill Development of Clinicians

Abstract: Listening and communication form a large part of every clinical and interprofessional encounter impacting clinical practice, the quality of health care, and client outcomes. Being able to listen mindfully, sensitively and with authentic intent enables clinicians to understand clients’ worldviews, needs, priorities, concerns and hopes; thus establishing a common ground that assists clients in making informed decisions and moving forward (King et al., 2012). Despite being a core competency across disciplines, there is a lack of training of these skills in University-level curricula. (Read Full Abstract here)

Abstract: The STLHE Ethical Principles in University Teaching (hereafter ‘Principles’) outlines the expectations for ethical conduct for instructors in higher education and provides guidance for navigating ethical dilemmas and decisions in teaching. The Principles are explicitly targeted to university teaching, and implicitly take tenure-track and tenured instructors as their audience. (Read Full Abstract here)

It is worth noting and congratulating the four U of T students that co-presented and/or authored with faculty from other universities:

Faculty mentoring for teaching and the role of teaching climates and cultures in encouraging the development and enhancement of teaching practices.
(Burnett, M., McCloy, C., Rolheiser, C.)

This session focuses on findings from a descriptive and exploratory research study that examined the phenomenon of faculty mentoring for teaching at a large Canadian university. This research included examinations of cultures of teaching and learning, one of the conference threads and focused on continuing appointment faculty (full-time in one of the Tenure or Teaching streams). Two levels of inquiry guided our research study: (1) What are the formal/informal experiences of faculty as teaching mentors and/or mentees?, and 2) What are current promising practices, gaps, challenges and recommendations for mentoring for teaching at our university? This study was situated within a broader comprehensive review of the literature we conducted related to mentoring for teaching. Included here was Boice’s (2000) seminal work and Austin, Sorcinelli and Yun (2007) who focused more broadly on faculty mentoring, but there exists only a small number of studies that address the specifics of mentoring for teaching (e.g., Carbone, 2014). Roxå and Mårtensson’s (2009) research notes that strong cultural support within departments and institutions tends to increase the number of mentorship partners who engage in teaching and learning-focused discussions. Our session will start with an overview of this key literature focusing on teaching-related approaches, programs and models. We will then focus on a central theme that emerged from interviews with forty-four (n=44) faculty regarding their mentoring for teaching experiences — that of the role of teaching climates and cultures in en/discouraging the ongoing development and enhancement of teaching. We will share examples in which faculty discussed the role of such spaces (physical and literal) that pose challenges for faculty of all career stages to enhance their own teaching practices. The flip side is that there exist many supportive environments in our institution that offer opportunities to openly discuss teaching-related topics in both formal and informal settings, and at one-to-one, peer, departmental and broader institutional levels.

Roxa, T., & Martensson, K. (2009). Teaching and learning regimes from within. In Carolin Kreber (Ed.), The University and its Disciplines: Teaching and Learning Within and Beyond Disciplinary Boundaries (pp.209-218). New York: Routledge, Taylor and Francis.

Learning outcomes:

By the end of this presentation, session participants will have,
– Learned about one institution’s challenges and promising practices with respect to mentoring for teaching gaps and approaches
– Shared their own experiences of the role of both formal and informal mentoring for teaching that plays a role in developing strong teaching and learning communities and cultures.

This session will outline University of Toronto Lawrence S. Bloomberg Faculty of Nursing’s early explorations in utilizing online proctoring as a method to protect the academic integrity of online exams in our graduate programs. Simply put, online proctoring is a technological enhancement that tackles a wide-reaching issue for many institutions – how can cheating be prevented when students take online exams in uncontrolled remote locations? By utilizing student computers, webcams, laptops, and microphones, online proctors can invigilate students taking tests anywhere in the world. Starting as a pilot project in 2013, online proctoring was implemented in three online tests in order to ensure that: students adhere to academic honesty policies, exam questions were protected, and student identification was verified. Goals of the project were to evaluate effectiveness of online proctoring in protecting the integrity of online high stakes exams while providing a satisfactory test-taking experience for students; and to share the results internally, institutionally, and abroad.

This online proctoring project was a first attempt at exploring this technology at the University of Toronto and is still a novel concept to many Canadian institutions engaged in online learning. Since the completion of the pilot, online proctoring has been incorporated into all high stakes exams in our hybrid graduate programming. In addition, pilots of alternative methods of proctoring (i.e. live proctoring, automated proctoring) and service providers have also taken place in order to evaluate and improve effectiveness. In this session, we discuss the details of the pilot project, highlight nuanced issues that others interested in utilizing similar services should be aware of, describe our future directions, and propose areas for potential SOTL research.

Online courses are becoming increasingly popular and at the same time first-year seminars have been one way in which universities address the challenges of large impersonal classes, lack of student engagement, and increased skills development (Summerlee & Murray, 2008). This pedagogy has been shown to be a highly effective way to improve student outcomes when delivered in-person (Summerlee & Murray, 2010). Could the learning experience and benefits of an in-person first-year seminar be achieved through an online distance education (DE) format? How would students experience and benefit from an online DE first-year seminar? Such an interdisciplinary online DE first-year seminar was successfully developed and offered three times at the University of Guelph. The course used the Desire2Learn platform with a number of linked external features and additional custom-built embedded internal tools to enable the use of small group, closed loop, enquiry-based learning pedagogy (Murray & Summerlee, 2007). Although enquiry-based learning pedagogy traditionally relies on synchronous delivery in-person, the online DE format required an asynchronous adaptation. Given this pedagogy, enrolment was limited to 18 students each course offering (who were broken into 3 groups of 6 students each). This presentation will include reflections from the course’s faculty instructor and instructional designer who co-designed the course, results from pre- and post-course surveys completed by students, and qualitative interviews conducted with students.

By the end of this session, attendees who are actively engaged can expect to achieve the following intended learning outcomes: 1) Recognize the key components of small group, closed loop, enquiry-based learning pedagogy, 2) Discuss the effectiveness of using this pedagogy in an online learning environment, and 3) Identify the facilitators and barriers to learning articulated by students in this course.

This research study explores the co-operative experience of undergraduate pharmacy students with a focus on its influence on the students’ professional and personal development. Kolb’s (1984) four-stage experiential learning cycle – (1) experience, (2) reflection on experience, (3) theory and abstract concepts, and (4) practice and testing of concepts – is the theoretical framework for my study. Data was collected through semi-structured interviews and focus groups with 19 pharmacy students from the first graduating class in this program, 12 co-op employers, and 12 faculty members. The impact of experiential learning on the professional and personal development of undergraduate pharmacy students during their co-op experiences was multi-dimensional. While students believed that they gained self-confidence and achieved self-discovery and career-related discovery after their co-op placements, their professional and personal development could be driven by their own motivation and personality. Co-op employers and co-op sites played a role in influencing students’ individual development. Despite the unstructured and inconsistent nature of co-op, it was evident that co-op offered students the opportunity to explore the diversity of the pharmacy profession. The findings suggested that students should take ownership of their learning; and faculty should supplement students’ learning by using teaching moments at school to reinforce and re-align the knowledge and skills acquired in class and those gained during real-world practice. Based on my research, I was able to propose a model of co-op experience integrated in the four stages of Kolb’s experiential learning cycle. A hybrid of both structured and unstructured experiential learning for pharmacy students might be an ideal curricular model.

Empowerment is a natural consequence of taking control of your own circumstance. In this poster I share some techniques for empowering students to take charge of their own learning through the use of innovative teaching tools in an active learning classroom, and the use of a web-enabled platform for providing continuous remote access to lab software and spatial data. The discipline of remote sensing can be daunting as it is based in physics, mathematics, and digital image processing using highly specialized software. With the use of active learning approaches in class, we establish baseline concepts supported by smart projectors, digital pens, and various approaches to problem-solving. With the use of these, and other tools, the learning approach is placed more directly in the hands of the student, allowing them to pave their own path to understanding through guided self-exploration and discovery.

Even after the recent financial crisis, current insurance finance education follows a strictly neoclassical model. Moreover, based on results from a survey I conducted in a large-classroom entry-level course, students enrolled in these programs are self-selected to be driven predominantly by financial considerations when choosing the program. In order to introduce pluralistic perspectives in insurance finance education, as well as to motivate and engage students in active learning, I developed and implemented a series of pedagogical experiments incorporating financial ethics, moral reasoning, critical thinking and communication skills into the limited curriculum space educators are given. The experiments were conducted in a large-classroom second-year financial mathematics and a small fourth-year course. They were a juxtaposition of student-centered, individual and team-based activities. Course materials were drawn from various disciplines and strive to provide a holistic understanding of the industry and its socio-economic impact. Preliminary findings highlight the urgency and efficacy of introducing elements of humanity education and critical thinking into the pedagogy. The poster also highlights the importance of academic activism in external professional organizations that have major influence on universities’ curriculum setting and student evaluation. Poster viewers will be presented with a list of lessons learned from the pedagogical experiments. The lessons learned may be of interest to a wide audience, and in particular teaching faculties from finance and business ethics, economics, and political economy. Poster viewers are invited to share their experiences of introducing pluralistic perspectives in teaching in a discipline traditionally with a narrow focus, as well as to brainstorm other pedagogical approaches.

Choice architecture: The challenge of engaging second entry nursing students in establishing professional identity(Khan, P.)

Faculty in a two year second entry nursing program face many challenges when engaging students in learning that is intended to help them develop professional competencies and an identity as a nurse. To address ways of supporting students’ engagement, Choice Architecture (Thaler, Sunstein & Balz, 2010) inspires some thought. Choice architects create conditions in which choices are made. In that environment the choice architect uses Nudges, actions that promote behavior change (Hansen & Jespersen (2013).

In this presentation, Type 2 (reflective and rational) Transparent Nudges will be discussed. These help students understand the reason behind prompting behavior change, and valuing the theoretical base for that learning. If a “Nudge” of the student towards developing particular competencies and capacities is made explicit by Faculty, students may more readily appreciate the theoretical dimensions of their learning. This poster presentation will illustrate how the Transparent Nudge is enacted, for example, asking students to discuss clinical assessments in light of developing professional competencies in an essay assignment, or helping them consider how a particular pedagogy or theoretical perspective can engage them in a certain type of learning.

This poster will provide a base for discussions among the presenter and participants through a textual presentation of these ideas. It is hoped the focus of the discussions will contribute to ideas for including rationale for students’ learning through the program of study, along with encouraging reflection on the contributions of this learning to their development as a health care professional.

Hansen, P. & Jespersen, A (2013) Nudge and the manipulation of choice: A framework for the responsible use of the nudge approach to behavior change in public policy. European Journal of Risk Regulation 1, 3-28.

Problem-based learning (PBL) is a self-directed learning method that uses collaborative problem solving to develop critical thinking skills (Barrows & Tamblyn, 1980; Bate et al., 2014; Raiyn & Tilchin, 2015). This session will discuss a pilot project that implemented problem-based learning in an active learning classroom (ALC) for a third year undergraduate course with students of varying subject matter experience and no previous exposure to active learning methods. Groups of 4-6 students were given problems to investigate using online discussion boards and electronic whiteboard technology. This project examined PBL in relation to student motivation and the ALC. Student motivation was measured through self-reflections using the D.E.A.L. method (Ash et al., 2007). In addition, students used a Likert scale to rank their mastery of the course’s learning outcomes, evaluate the ALC technology, and complete a survey that quantified their PBL learning experience. The results revealed a complicated relationship between students’ subject familiarity, motivation, and PBL success. Students’ evaluations of the use of technology to enhance PBL were also mixed and dependent on the activity. Most students acknowledged some benefits of PBL skills however they felt that they learned more from traditional lectures. This session will begin with an overview of the project, and then a discussion will ensue with the following learning outcomes:

Participants will describe what creates an environment where students can develop problem solving skills.

Participants will discuss the importance of student motivation and self-reflection in PBL

Participants will discuss the challenges of engaging students without prior active learning experience, and varying subject matter knowledge.

Participants will articulate the complexity of PBL from the perspective of the instructor and students.

A Comparative Analysis of Canadian and American Assessment Practices in Student Services(Gurrisi, M.)

In the last few years Canada’s postsecondary institutions have put a greater emphasis on developing learning outcomes, as well as finding reliable methods to assess them. While a great deal of emphasis is placed on developing academic learning outcomes in Canadian universities, a significant amount of learning takes place outside of the lecture halls, tutorials and seminar rooms. This research presentation will explore six public universities from Canada and the United States – each from different geographical contexts and current stages of learning outcomes assessment – and describe the extent to which they articulate, measure, and continuously improve learning outcomes assessment practices in student affairs. This presentation will highlight the primary distinctions, contending that a more transparent and evidence-based model should be adopted throughout all student service programs. This session will be of interest to those attending the conference because it offers key insights from outside of the Canadian context, while also providing insights into similarities and differences between the two student services landscapes. As such, attendees of this session will be able to identify common policies, values, and strategies in the assessment of student service programs. The session will also prioritize the acquisition and sharing of more reliable data surrounding the evaluation of learning outcomes, particularly for public dissemination, as transparency is essential to effective assessment. Finally, the presentation will initiate an open dialogue about lessons learned and key areas upon which Canadian institutions can begin to develop more transparent, rigorous, and evidence-based assessment policies in student services and beyond.

The medical radiation program co-delivered by Michener Institute and the University of Toronto was redesigned to include best practices in integrated program design, competency/student -driven curriculum design and assessment, early exposure to clinical practice, integration of case-based and simulation-based learning, and hybrid delivery (e.g. Cook et al., 2013; Thistlethwaite et al., 2012; Yardley et al., 2010). The redesign process produced a new educational framework and formalized embedded CQI process that ensures ongoing dynamic data collection for rapid-response pedagogy, course correction and peer learning. An online tool was developed to assess qualitatively, quantitatively and longitudinally student’s competency development through clinical exposure using best-practice principles of authentic evaluation (Ginsburg, McIlroy, Oulanova, Eva, & Regehr, 2010). Students reported feeling that the first year of courses had effectively enhanced their knowledge (91%), technical skills (100%), understanding of how course material relates to practice (96%), and reported high satisfaction with a high quality educational experience (88%). We are currently conducting the analysis of year two data. The impact of the integrated curriculum will be assessed following the first cohort of students completing the program in 2017.

Participants will have an opportunity to engage in facilitated discussion on successful change initiatives that cross institutional boundaries and discuss strategies for championing innovation and change in student-driven curriculum design and assessment.

We invite participants to contribute their examples of initiatives of facilitating and leading innovation within and across their institutions, to deepen and broaden the collective understanding of Student-Centered Curricula Assessment and Teaching Practices and to explore the role of education as dynamic change agent in the current global educational landscape.

We have developed 12 online modules to be used as self-directed learning support for mathematics skill development. These modules feature exciting animated video shorts which are useful for visualization of difficult topics and help students to change their negative attitudes toward learning mathematics. Over 10 hours (over 40 mini-lessons) of “chunked” instructional videos are also included, which model approaches to problem solving in mathematics related to each module’s content. Additionally, a diagnostic assessment and numerous additional resources are offered for each module. Modules 1-8 cover foundational concepts, and modules 9-12 cover advanced concepts. The design of the learning support modules are such that instructors have flexibility to use them any place, at any pace, just-in-time, and just-enough for their specific goals. In order to achieve this objective, we have employed the “backwards design” process developed by Grant Wiggins (1998) to ensure authentic learning will occur. This process emphasizes the instructor’s role as the designer of student learning processes, linking learning goals to corresponding assessments of student understanding, supported by effective, scaffolded learning activities. Moreover, accessibility was taken into consideration throughout the entire design process in order to maximize the usefulness of these modules to all learners.

In this interactive workshop session, we will explore the re-usability of the modules across a variety of learning contexts and engage our session participants in a discussion on best practices in supporting student learning through innovation and e-learning. We will also outline the creative and technical processes that accompanied this innovative learning design, and offer insight into the construction and production of these learning modules. We hope to inspire others to take on similarly ambitious projects.

Feelings of (dis)connection: positionality, emotions and the classroom(Laliberte, N.)

Emotion is central to our experiences as teachers and learners. The oft sought after pedagogical goal of ‘engagement’ is a goal based on emotional investment in the learning process. In this session, we use emotions as a lens into the social relationships that facilitate students’ sense of belonging and subsequent engagement in the classroom. We draw upon Sara Ahmed’s work on emotions to move the conversation beyond individual experience and towards emotions as the embodied manifestations of social relations. In analysing emotional experiences in the classroom, this work challenges us to acknowledge how certain bodies (marked through signs of gender, sexuality, race, and other forms of difference) feel about other (differently marked) bodies is not just a reaction to individual personality but that is shaped by past histories of contact. We build upon Ahmed’s work with contributions from queer theory and critical race theory which make explicit the politicization of emotional connections in the classroom. In this session, we will draw upon the experiences of participants to collectively conceptualize the teaching encounter and teaching spaces as spaces of relationality in which positionality and emotion are key to how educational relationships ‘gel’ or not. We will open this session with a brief discussion of Sara Ahmed’s work and then lead participants through a structured reflection process with a series of prompts which will encourage individual writing on emotional experiences as both a teacher and a learner. In small groups and then as a larger collective, we will examine emergent themes and collectively develop strategies for incorporating the insights gathered during the workshop into classroom environments. This will all be done with the goal of understanding how emotions can be used to read the positionality of instructors and students as barriers (or facilitators) of student learning based on perceived social (dis)connections.

Rhetoric in and of the Active Learning Classroom(Scoville, C.)

This interactive session will explore links between recent changes in pedagogy and in rhetorical theory, suggesting that concerns about the role of faculty in active learning may benefit from a rhetorical analysis of power structures in new and old pedagogies. A method native to the humanities, rhetorical analysis, suggests a way to reframe the questions sometimes raised by humanists to the efficacy and ethics of active learning.

Recently the evidence for the efficacy of active learning has become clear, most clearly in STEM (Freedman et al. 2014). Yet some instructors, often in the humanities, have pushed back in defense of lecturing. Burgan (2006) argues that active learning boosters use a flawed model of both learner and instructor, overlooking and devaluing the latter’s role; Anderson (2011) argues that what SoTL scholars have been dismissing is not lecturing but bad lecturing.

This session suggests that Perelman’s (1982) contrast between speaker-centred rhetoric and audience-centred rhetoric provides a model for a rhetorical analysis of the pedagogical situation.

Learning outcomes:

Understand theoretical links between active learning and Perelman’s New Rhetoric;

Evaluate the power dynamics of rhetorical situations;

Identify rhetorical aspects of active learning and the lecture;

Analyze lecturing and active learning as rhetorical activities.

Anderson, J. M. (2011). Speak that I may see thee, or the elements of effective lecturing. Teaching History: A Journal of Methods, 36.2, 59-69.

Graduate student teaching training has become a key ingredient in obtaining faculty positions and in pursuing careers outside of academia (Osborne et al., 2014). There is debate around whether the most successful teaching training programs for graduate students are department-driven and centred on specific disciplinary content (Ronkowski, 1998; Guthrie, 2000; Temple et al., 2003) or rather general training carried out with the support of centralized programs that provide expertise, resources, and experience (Mintz, 1998; Prieto and Meyers, 2001; Nelson and Morreale, 2002; Janke and Colbeck, 2008). Can a TA training program provide teaching preparation that is meaningful, responsive and rigorous at both a departmental/disciplinary level and through centralized training? This interactive workshop will take participants through a case study of a TA training program that successfully integrates both central/general and departmental/disciplinary components: the University of Toronto’s Teaching Assistants’ Training Program (TATP). A key aspect of the TATP’s success lies in the development and delivery of content that responds to the needs of TAs from multiple disciplines. We will show how the creation of a learner-centred instructional strategy focused on active learning, combined with a repertoire of both disciplinary and generic training case studies, allows for meaningful training that bridges both general pedagogical practices and specific disciplinary norms. By the end of the workshop, participants will be able to apply concrete strategies to the development and management of a graduate student teaching training program through the productive tension of “standardized customization”. Participants will work through activities that will ask them to document information relevant to their institutional contexts and explore strategies to create buy-in and establish effective communication with departments to promote both departmental and centralized TA training opportunities. Two TATP graduate student peer trainers will be on hand to help facilitate the activities and share their perspectives and experiences.

Abstract: Curriculum mapping (CM) is a process that can be used to document, align, and assess curricular data. The goals of a cross-disciplinary CM initiative at the University of Toronto Mississauga include development of: (1) guidelines for the CM process; (2) cross-disciplinary CM templates; (3) curricular visualization strategies; (4) plans for dissemination and sustainability; and (5) plans for informing students about curricular maps, specifically informing on how maps can be utilized in their academic experiences.

This interactive workshop will demonstrate strategies used for CM in different disciplines, and participants will explore CM templates for mapping course and program learning outcomes. The following will also be explored: strategies for encouraging faculty participation in the CM process; linking curriculum maps with assessment; and using curriculum maps to inform curricular change. Workshop participants are encouraged to bring a USB to the workshop to download CM template materials and sample maps.

Abstract: Over the last 15 years, we have witnessed tremendous growth of institutional awareness and commitment to the professional development and training of graduate students as teachers (Pratasavitskaya & Stensaker, 2010; Cassidy, 2014; Osborne et al., 2014; Popovic et al., 2015). Teaching development programs for graduate students prepare them for faculty roles, while also building pathways to any future workplace. The literature shows such programs to be particularly effective if they draw on the strengths and insights of graduate students themselves through peer-to-peer training models (Adams, 2002; Pricto, 2002; Austin and McDaniels, 2006; Temple et al., 2003). The format of such training programs can vary widely and maintaining consistent delivery of programming and resources can be challenging. Using L. Dee Fink’s (2013) theoretical framework of integrated design for significant learning, and through the exploration of the Teaching Assistants’ Training Program (TATP) at the University of Toronto, this interactive workshop will identify key considerations and explore design phases in assembling a coherent and well-integrated teaching development program for graduate students with a peer-to-peer focus. The workshop will encourage participant engagement and interaction through the hands-on design of a training program plan. Through the first section, while identifying situational factors, participants will be working with worksheets to document their institutional requirements. Subsequently, they will be asked to develop and clarify goals for their local programs, and will engage in a wider group discussion of peer-based TA training models in light of regional, national and international contexts and goals for TA training. Two TATP graduate student peer trainers will be on hand to help facilitate the activities and share their perspectives and experiences.

Fostering Effective Learning: The Use of Reflective Learning Journals in a Statistics Class
(Waggoner Denton, A.)

Reflective learning entails a thoughtful and meaningful learning process, through which one not only learns a particular piece of knowledge or skill, but better understands how they learned it – knowledge that can then be transferred well beyond the scope of the specific learning experience (see Brockbank & McGill, 1998). Reflective learning empowers learners by making them more active participants in the learning process, encouraging them to think about their learning in a deeper and more critical way. Statistics courses are often dreaded by (non-statistics) students, and instructors teaching these courses face unique challenges, with student anxiety being chief among them (Conners, Mccown, Roskos-Ewoldsen, 1998). A pre-class survey of my own introductory statistics course revealed that over half of the students felt “very anxious” about taking the class, though notably almost everyone also reported feeling “very motivated” to do well. For these reasons, I believed that a reflective learning journal might be particularly well-suited for this class. Based on previous research (e.g., McGrath, 2014; Salinas, 2004), my hope was that the journals would allow students to better cope with their anxiety, by increasing their self-efficacy and encouraging them to take control of the situation. Informal comments that I have received from the students, as well as survey data collected during the semester, suggests that the journals were a success, at least for a portion of the students (e.g., “reflecting on my own learning has been fundamental in my improvement in this course”). Attendees will be able to describe the potential benefits of reflective learning practices, explain how one specific practice (online journal entries) was adopted in a large statistics course, discuss evidence regarding its effectiveness and ways in which it could be improved, and hopefully leave with some ideas of how to adopt similar practices into their own courses.

The best of both worlds – entrepreneurship as an experiential learning setting
(Eisenstein, A., Goh, C., Istrate, E.)
Students who are graduating from higher education institutions are expected to be job-ready from day one, exhibit critical thinking, and be able apply their knowledge in real-world situations. It has been recognized that one of the greatest struggles students face when transitioning from school to work is the inability to effectively communicate their skills. This is particularly important with respect to specific job applications when a prospective employer needs to assess whether an applicant has the relevant skills for the position they wish to fill. Experiential learning has been shown to positively affect how students perceive their learning experiences. Internships provide such experience. We use our entrepreneurship program for current and recent graduate students in order to provide undergraduate students an experiential learning opportunity. Students are placed with technology-based start up companies, in a variety of positions, which are not necessarily closely related to the students’ field of study. Working with small teams offers interns ample opportunities to provide meaningful contributions to the company while gaining noteworthy accomplishments. Throughout the internship, students participate in several self-reflection exercises that help them better identify their own skills, and better articulate them. Building on the students’ own accomplishments within the internship program, students develop a sense of ownership and pride in their achievements, and can use them as proof for skills they communicate they have. Past participants have expressed improved communication skills, higher confidence levels, and a more realistic understanding of work place expectations. As one student noted: “with all the tasks I’ve accomplished I am confident to use my skills to go forward”.

This presentation addresses an innovative campus prenatal education program designed to meet the learning needs of expectant students, staff, and faculty. Pregnant and parenting students are a growing group on university/college campuses (Brown & Nichols, 2013). Attending to their needs offers added benefits to the students and to academic institutions (Brown & Nichols, 2013). The Lightning /Pecha Kucha will highlight the prenatal program design phase; the focus of the three prenatal education classes: pregnancy, birthing, and feeding your baby; 2008 to 2015 attendance statistics for students, faculty/librarians & staff; the impact of an equity informed decision to include partners in 2014; participant feedback quotes; and an analysis of the value of this program in creating a welcoming, supportive campus environment and supporting student empowerment on campus (Brown & Nichols, 2013). The guiding theoretical foundation is social constructivism, a learning theory that is learner-centered, builds upon and makes links between previous knowledge and new knowledge, and empowers learners to take charge of their learning ( Blumberg, 2008; Blumberg 2014; Weimer, 2002). Conference attendees will be prepared to identify the added value of incorporating a prenatal education program within their own universities/colleges to ensure that pregnant students/families on campus feel welcomed, supported, and committed to completing their educational programs.

“Docendo discimus …By teaching we learn”
In a letter to Lucillius, Seneca the Younger gave voice to a truth which many contemporary professors have affirmed, students learn most deeply when they teach to others the material they are learning (Kirkegard, Gulz & Silvervarg, 2014). When students teach course material, multiple benefits arise: students develop a strong sense of commitment to the subject matter (Miller, Groccias & Miller, 2001); students “actively construct a shared sense of meaning about course concepts with their instructor and teaching partners” (Wagner & Gansermer-Toft, 2005); and students have deeper and more enduring comprehension of the material (Fiorella & Mayer, 2014). Peer to peer teaching occurs when students deliver small sections of course material, when they instruct each other in small groups, when they peer-review each other’s written assignments, when they work with the community beyond the traditional walls of the university, and when they can speak out of their cultural traditions and experiences that are unique to their situation.

The presenters of this session represent a cross-section of disciplines from literature to mathematics. The authors have developed a wide variety of teaching techniques that place students in a “teaching role” including in-class debates, modified team-based-learning, games, and on-line peer reviews of papers. In the opening section of the presentation we will discuss a variety of practical, transferable teaching techniques that allow students to take on a teaching role. Beyond the classroom setting, presenters have also developed forums in which students become active presenters and advocates through community engagement and service learning. Helping students succeed requires that they receive feedback, and during the presentation we will review different techniques of peer-assessment that help students understand how their work as teachers affects others (Boud, Cohen, & Sampson, 1999).

Listening and communication form a large part of every clinical and interprofessional encounter impacting clinical practice, the quality of health care, and client outcomes. Being able to listen mindfully, sensitively and with authentic intent enables clinicians to understand clients’ worldviews, needs, priorities, concerns and hopes; thus establishing a common ground that assists clients in making informed decisions and moving forward (King et al., 2012). Despite being a core competency across disciplines, there is a lack of training of these skills in University-level curricula.
We present research findings from a mixed-methods pilot study that focused on assessing the impact and procedures of a comprehensive listening skill educational intervention for service providers. We highlight the key features of the intervention that contributed to learning and share our work developing a listening curriculum for pre-service students. This innovative intervention exemplifies current best practices in knowledge mobilization, including multifaceted learning opportunities (e.g., self-evaluation, feedback on performance, interdisciplinary group discussion, simulation and experiential learning, self and guided critical reflection) to enhance listening skills.

Clinicians participated in: group observation and discussion of 6 inter-professional video simulations of clinical listening scenarios, 2 individual solution-focused coaching sessions on personal listening goals, and 3 live clinical simulations with standardized clients who were trained in giving feedback. The Effective Listening and Interactive Communication Scale (ELICS, King, et al., 2012) was administered pre- and post-intervention. The intervention was found to significantly impact participants’ listening behaviours. Participants described the intervention as an intense learning experience that resulted in immediate changes to their clinical and inter-professional practice.

Attendees will have an opportunity to assess their own listening behaviours and learn about how they can use the Complexity Rating Scale for Clinical Simulation Situations (King, et al., 2014) to determine the level of complexity of simulations they create for developing student learning.

The STLHE Ethical Principles in University Teaching (hereafter ‘Principles’) outlines the expectations for ethical conduct for instructors in higher education and provides guidance for navigating ethical dilemmas and decisions in teaching. The Principles are explicitly targeted to university teaching, and implicitly take tenure-track and tenured instructors as their audience.

With an increase in the number of contingent instructors (Brownlee, 2015) this session revisits these nine principles considering the specific instructional contexts of contingent instructors. Contingent instructors include those employed in casual, contract or sessional positions in both college and university settings. Contingent instructors occupy precarious labour positions in the academy and their teaching contexts engenders ethical situations unique to their positions.

This session begins by reviewing the Principles as outlined; it then explores through case studies and discussion the possibilities and limitations of the Principles in supporting contingent instructors in navigating ethical dilemmas and decision-making. Participants might expect to leave the session with an ability to recognize the unique ethical circumstances of contract instructors in higher education as well as with refined principles for how to support contract instructors encountering ethical dilemmas unique to their positions.

This session touches on several threads of the conference theme, including educational development and educational leadership. With one in three courses taught by contingent instructors (Brownlee, 2015), a refined understanding of the ethical dimensions of contingent instruction allows a consideration of the possibilities and limitations of learner ‘empowerment’ in these contexts. This session will be of interest to contract instructors themselves, educational developers, administrators and faculty allies.